Transition in Michigan MAASE Update Summer 2013: Part 2 Chuck Saur, MI-TOP Larry Stemple, Wayne RESA

Summary of Performance (or SOP for TOP) Setting the Stage for Helping Your Student Connect with the Real World. 2

What IDEA Says: “For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals”. 3

Who Gets A SOP? Must: Students who are graduating with a general education diploma to assist them in meeting their post-secondary goals Must: Students who are leaving school because they exceed the age of eligibility for a free appropriate public education (end of school year in which they turn 26) to assist them in meeting their post- secondary goals. Recommended that school districts provide a Summary of Performance for students who leave school before age 26 and have not met the requirements of the Michigan Merit Curriculum. 4

Level of Student Engagement in the SOP Process During School Hours After School Hours “Your” relationship w/Students The ABCs of the Student Involvement in Extracurricular Activities Work Experiences Self determination 5

SOP: WHERE’S THE DATA COMING FROM? Recommend that the SOP be linked to the Individualized Education Program (IEP) and the Education Development Plan (EDP). REEDs, METs, School data, teacher reports, social work reports, other ancillary reports, others? Include dates of reports, academic assessments (state or district), transition assessments, vocational assessments and staff updates. Academic achievement: Cognitive ability/approximate IQ, Information on reading, math, and language grade levels, standardized scores, or strengths. Functional performance: Information on learning styles, attitudes, social skills, independent living skills, self- determination, career/vocational skills, decision making, independent living, motor, social behavioral, communication, community living. 6

SOP: WHERE’S THE DATA COMING FROM? How the student’s disability has affected the student’s academic achievement and functional performance and progress in the general education curriculum The results of any college entrance examinations (e.g. SAT, ACT) Whether the student is graduating with a general education diploma Student portfolios 7

SOP: WHERE’S THE DATA COMING FROM? A description of any other exit document the student earned in high school (e.g, locally-issued certificate) Transition assessments Honors or special awards the student achieved in high school Vocational or extracurricular accomplishments of the student Student perspective (see suggested form) or similar Work experiences during high school; skill development and documentation 8

SOP: WHERE’S THE DATA COMING FROM? Recommendations: Team suggestions for accommodations, assistive services, compensatory strategies for post-secondary education, employment, independent living, and community participation. Think: For example: What do college faculty and staff need to know to best support students with disabilities in post- secondary education setting. Or: What does a agency need to know to support a student find a job or be successful in the workplace? 9

SOP: Recommendations Statements that reflect supports and assistance the student may need to achieve their post- secondary goals Problem: Remember these are recommendations, not mandates 10

Data Challenges Old MET Transfer Students MRS/Other agencies would like new evaluation REED may recommend no additional data Lack of educational funds and staff Other? 11

SOP: Defending Your Data…The BIG 3 Will “IT” describe your student in “current” terms? Will “IT” support accommodations and services needed for student success? Does “IT” come from multiple data sources ? 12

Focus on SOP timing: The SOP must be completed during the final year of a student’s high school education The timing of completion of the SOP may vary depending on the student’s post-secondary goals If a student is transitioning to higher education, the SOP, with additional documentation, may be necessary as the student applies to a college or university 13

Focus on SOP timing: In some instances, it may be most appropriate to wait until the spring of a student’s final year to assure the student can provide an agency or employer the most updated information on their performance 14

SOP Best Practice Present SOP within the context of an “EXIT INTERVIEW”. (See handout) Structure conversation around student self-advocating for needed supports. Set expectation for follow-up survey. (Required in SPP#14) Follow-up survey response rates seem to increase with exit interview. 15

Who Can Help Your Students? 16

HERE’S YOUR AUDIENCE FOR THE SOP MRS (Michigan Rehab Services) Bureau of Services for Blind People Post-secondary education Other Community Agencies (e.g. Community Mental Health, others) Employers Others? 17

Focus on SOP: So What?? Student benefits include: –Starting point for self advocacy –Clear statement of educational benefit –Alternative to grades or transcripts when not appropriate –Self-satisfaction –Not a check box 18

Focus on SOP: Unknowns Entitlement vs. Eligibility Actual impact on student success/data Student/family awareness of SOP and its intended uses/benefits Impact on use with prospective employers 19

What An Agency May Need to Know Strengths/capabilities Functional Limitations Vocational Experiences (work study) Interests Work ethic Ability to work cooperatively with others Related factors/Family supports/Transportation Motivation/Initiative Others? Example: MRS “Youth Transition/Student Services” Handout 20

Challenges? Current relevant information Unusual career goals Lack of student work experience Impact of staffing and funds Attending IEPs Work Study Opportunities Student/Family follow up to complete the intake process post referral 21

Guidelines for Summary of Performance Content Information is based on assessment findings and team input Assessment data and accommodations are written in functional terms understood by student Any supporting documents are appropriately referenced and included Signatures by student and team members are encouraged as verification that information been explained 22

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What About The SOP? Functional performance Affect Social Self-advocacy Academic Student engagement PSV (PSG) Accommodations/modification Recommendations What else? 24

Available School Data Sources See Handout “Data Sources That May Support the SOP” 25

SOME WEBSITES TO REMEMBER Michigan Rehabilitation Services now under Department of Human Services Michigan Commission for the Blind now called Bureau of Services for Blind Persons Ed Gov- Secondary Transition %2Chttp://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C14 %2C Community Mental Health – – O*Net Resource Center -

Some SPP B-13 Resources SPP B-13 Training Resources condaryTransition.aspxhttp://cims.cenmi.org/Compliance/PartBSPPComplianceIndicators/B13Se condaryTransition.aspx Michigan Transition Outcomes Project Michigan Transition Services Association LearnPort Wayne RESA Transition Planning

Let’s Talk… What’s On Your Mind??? 28